The Judith E. Jacobs Lecture
Francis (Skip) Fennell
Francis (Skip) Fennell , PhD, is now emeritus as the L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies at McDaniel College in Maryland, where he continues to direct the Brookhill Institute of Mathematics supported Elementary Mathematics Specialists and Teacher Leaders Project ( mathspecialists.org ). A mathematics educator who has had experience as a classroom teacher, principal, and supervisor of instruction, he is a past president of AMTE, RCML, and NCTM.
Skip served as a writer for the Principles and Standards for School Mathematics (NCTM, 2000), the Curriculum Focal Points (NCTM, 2006) and the Common Core State Standards for Mathematics (CCSSO, 2010). He is the author of numerous journal articles and textbooks related to PreK-8 mathematics education. Skip held leadership positions for the Mathematical Sciences Education Board, National Science Foundation, and U.S. National Commission on Mathematics Instruction. He also served on the National Mathematics Advisory Panel (2006-2008). Skip currently serves as a member of the Board of Directors for the Council for the Accreditation of Educator Preparation (CAEP) and as the mathematics advisor for two PBS television shows.
Among his numerous honors and awards, Dr. Fennell has received the Glenn Gilbert National Leadership Award (NCSM), the Excellence in Leadership & Service in Mathematics Teacher Education (AMTE), and NCTM’s Lifetime Achievement Award.
Mathematics Teacher Education: Normal Schools to Now. What’s the Fit and Future for AMTE?
Teacher education and specifically mathematics teacher education has come a long way! This session will trace the roots of teacher education, with particular attention to mathematics teacher education, from normal schools to online efforts, including the creation of and the early years of AMTE. Importantly, it will also identify current and potential challenges for the field as well as suggest how mathematics teacher education, and specifically AMTE, can and must be engaged in issues impacting our field. This ranges from previous to ongoing and future initiatives regarding teacher preparation and professional development for mathematics teachers at all levels.